Part of the Stagecraft Without a Theatre Curriculum
Created by Karen Loftus
Students are exposed to select elements of design, and they explore the effect those elements of design have on storytelling.
National Core Arts Standards
Generate and conceptualize artistic ideas and work - Grade 6
TH:Cr1.1.6.b - Identify solutions to design challenges in a drama/theatre work.
Common Core
Language
CCSS.ELA-LITERACY.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
California VAPA Standards (2019)
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Cr1.c - Identify solutions to design challenges in a drama/theatre work.
Florida Sunshine State Standards
Skills, Techniques & Processes
TH.912.S.2.9 - Research and defend one's own artistic choices as a designer.
Georgia Performance Standards - Theatre Arts
Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - Creating
TAHSTT.CR.1 - Create technical elements of theatre (e.g. sets, props, costumes, makeup, lighting, sound).a. Explore and utilize the elements of design and principles of composition for a theatrical context.b. Create basic to advanced technical elements by choosing appropriate materials, tools, and techniques.c. Analyze and/or develop choices in technical elements (e.g. sets, lights, costumes, sound) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism.d. Create industry standard paperwork (e.g. budgets, cut lists, materials, cue sheets, lighting and costume plots, schedules, calendars) as it relates to completing design renderings and/or models.e. Conceptualize and/or generate design elements for a dramatic work (e.g. scene, one act, full-length, musical).
North Carolina Essential Standards
Beginning High School Standards - Aesthetics
B.AE.1.1 - Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships.
B.AE.1.2 - Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions.
Texas Essential Knowledge and Skills for Theatre Arts
HS 117.315 LI - Creative Expression: production
C.3.A - develop and practice technical theatre skills.
Alberta, Canada
Junior Orientation
focus concentration on one task at a time
generate imaginative and creative solutions to problems
listen effectively
share ideas confidently with others
support positivity the work of others
Junior Goal I Objectives
extend the ability to explore meaning through abstract concepts
extend the ability to think imaginatively and creatively
Technical Theatre - Levels I, II, III - Awareness
2 - demonstrate understanding of the basic functions of the component being studied.
Technical Theatre - Levels I, II, III - Readiness
8 - demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
Senior Goal I Objectives
extend the ability to concentrate
Orientation Drama 10
concentrate on the task at hand
listen to self and others
British Columbia (2018)
GRADE 6 - ARTS - Exploring and creating
Explore relationships between identity, place, culture, society, and belonging through the arts
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Reasoning and reflecting
Interpret works of art using knowledge and skills from various areas of learning
Reflect on works of art and creative processes to understand artists' intentions
Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Reasoning and reflecting
Reflect on works of art and creative processes to understand artists’ intentions
GRADE 8 - ARTS - Reasoning and reflecting
Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
Reflect on works of art and creative processes to understand artists motivations and meanings
GRADE 9 - DRAMA - Communicating and documenting
Compose, interpret, and expand ideas using symbolism, imagery, and elements
GRADE 10 - DRAMA - Reason and reflect
Describe, analyze, and respond using drama-specific language
GRADE 10 - DRAMA - Communicate and document
Compose, interpret, and expand ideas using symbolism and imagery
GRADE 11 - DRAMA - Reason and reflect
Describe, analyze, and respond to ways in which props, technologies, and environments are used in drama, using discipline-specific language
GRADE 12 - DRAMA - Reason and reflect
Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
Ontario, Canada
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
B.1.3 - identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Virginia Standards Of Learning (2020)
Technical Theatre
TT.1 - The student will create design elements that demonstrate personal voice and vision.
TT.3 - The student will analyze, interpret, and evaluate aspects of technical theatre.